{"id":11386,"date":"2022-04-26T10:21:56","date_gmt":"2022-04-26T07:21:56","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=11386"},"modified":"2022-04-30T08:46:06","modified_gmt":"2022-04-30T05:46:06","slug":"jocul-didactic-o-modalitate-de-invatare-a-istoriei","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/jocul-didactic-o-modalitate-de-invatare-a-istoriei","title":{"rendered":"Jocul didactic &#8211; o modalitate de \u00eenv\u0103\u021bare a istoriei"},"content":{"rendered":"<p>Este o certitudine c\u0103 prin latura lor distractiv\u0103, jocurile contribuie la dezvoltarea spiritului inventiv \u0219i creativ, al g\u00e2ndirii \u0219i imagina\u021biei, a interesului pentru l\u0103rgirea culturii istorice, la cercetarea istoric\u0103. \u00cen lucrarea de fa\u021b\u0103, ne propunem s\u0103 prezent\u0103m jocurile didactice pe care le-am utilizat la clasa a VI-a, la disciplina istorie, pentru tema \u201eIluminismul \u2013 ra\u021biune, drepturi, implicarea oamenilor \u00een via\u021ba public\u0103\u201d. Am optat s\u0103 utilizez jocurile didactice integrate \u00een activitatea de predare-\u00eenv\u0103\u021bare-evaluare \u00een vederea prevenirii monotoniei \u0219i plictiselii, dar mai ales din dorin\u021ba de a aduce varietate \u0219i veselie. Am accentuat contribu\u021bia pe care o are un joc didactic \u00een stimularea g\u00e2ndirii \u0219i a creativit\u0103\u021bii. <!--more--><\/p>\n<p>Jocul didactic este o metod\u0103 de predare-\u00eenv\u0103\u021bare-evaluare bazat\u0103 pe ac\u021biune \u0219i simulare. Jocul este o activitate uman\u0103 urm\u0103rit\u0103 prin ea \u00eens\u0103\u0219i, f\u0103r\u0103 un scop material sau util vizibil, desf\u0103\u0219urat\u0103 dup\u0103 reguli benevol acceptate, activitate care genereaz\u0103 emo\u021bii pozitive \u0219i satisface nevoia de pl\u0103cere \u0219i destindere a individului.<\/p>\n<p><strong>Jocul didactic Roata iluminismului<\/strong><\/p>\n<p>\u00cen \u00eencheierea activit\u0103\u021bii didactice, am optat pentru o adaptare a unui joc intitulat \u201eRoata iluminismului\u201d. Am decis ca elevii s\u0103 \u201epescuiasc\u0103\u201d un plic \u0219i un bile\u021bel \u00een care se afla sarcina de lucru. Am organizat activitatea nu individual, ci pe grupe de lucru, din dorin\u021ba de a facilita rezolvarea sarcinii de lucru \u0219i de a crea competi\u021bie \u00eentre cele 4 grupe, fiind implicat \u00eentreg colectivul de elevi al clasei \u0219i nu doar c\u00e2\u021biva elevi. Fiecare grup\u0103 a extras un plic \u00een care se afla una din cerin\u021bele care vizau cele patru teme: personalit\u0103\u021bi ale iluminismului, tr\u0103s\u0103turile iluminismului, iluminismul \u00een spa\u021biul rom\u00e2nesc, biblioteca iluminismului.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11389\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_1.jpg\" alt=\"\" width=\"508\" height=\"491\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_1.jpg 508w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_1-300x290.jpg 300w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_1-310x300.jpg 310w\" sizes=\"auto, (max-width: 508px) 100vw, 508px\" \/><\/p>\n<p>Dup\u0103 alocarea sarcinilor de lucru \u00een cadrul grupei, elevii au \u00eenceput s\u0103 le rezolve. Am observat c\u0103 elevii au colaborat \u00een vederea \u00eendeplinirii sarcinii respective. Au \u00eencercat s\u0103 \u00eendeplineasc\u0103 cerin\u021ba \u00een timp c\u00e2t mai scurt, din dorin\u021ba de a fi printre cei mai rapizii elevi. Avantajele jocului au fost:<\/p>\n<ul>\n<li>A fost implicat \u00eentreg colectivul de elevi, prin organizarea acestuia \u00een 4 grupe<\/li>\n<li>Elevii au colaborat \u00een vederea realiz\u0103rii c\u00e2t mai rapide a sarcinii de lucru<\/li>\n<li>Elevii nu au fost timora\u021bi c\u0103 sunt verificate no\u021biunile, activitatea av\u00e2nd o not\u0103 distractiv\u0103<\/li>\n<li>Elevii care nu \u0219tiut s\u0103 localizeze pe hart\u0103 au fost ajuta\u021bi de colegii lor<\/li>\n<li>Elevii timizi au participat la activitate.<\/li>\n<\/ul>\n<p>Printre dezavantaje, enumer\u0103m:<\/p>\n<ul>\n<li>Nu to\u021bi elevii \u0219tiu informa\u021bia istoric\u0103 (\u00eens\u0103 faptul c\u0103 au rezolvat \u00een grup i-a ajutat)<\/li>\n<li>Au existat \u0219i nemul\u021bumiri \u00een cadrul echipelor care nu au extras sarcinile de lucru pe tema preferat\u0103.<\/li>\n<\/ul>\n<p><strong>Jocul didactic S\u0103 dezleg\u0103m misterul<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-11391\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_3-217x300.jpg\" alt=\"\" width=\"300\" height=\"416\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_3-217x300.jpg 217w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_3.jpg 488w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>Pentru verificarea cuno\u0219tin\u021belor \u0219i a st\u00e2rni curiozitatea de a identifica o parte din no\u021biunile cheie utilizate pe parcursul lec\u021biei am decis s\u0103 utilizez o alt\u0103 modalitate relaxant\u0103, un joc didactic intitulat \u201eS\u0103 dezleg\u0103m misterul\u201d. Elevii au primit tot \u00een cadrul grupelor de lucru o fi\u0219\u0103 de lucru care le solicita s\u0103 identifice no\u021biunile cheie, utiliz\u00e2nd literele din careu \u0219i utiliz\u00e2ndu-le de sus \u00een jos, de la dreapta la st\u00e2nga \u0219i invers. Avantajele jocului didactic:<\/p>\n<ul>\n<li>\u00cen cadrul grupelor de lucru, elevii \u0219i-au \u00eemp\u0103r\u021bit sarcini clare de lucru \u00een vederea dezleg\u0103rii misterului<\/li>\n<li>S-a creat competi\u021bie \u00eentre grupe, din dorin\u021ba de a dezlega c\u00e2t mai repede misterul<\/li>\n<li>Elevii au demonstrat c\u0103 au cuno\u0219tin\u021be \u0219tiin\u021bifice solide<\/li>\n<li>Jocul didactic \u201eS\u0103 dezleg\u0103m misterul\u201d a permis evaluarea activit\u0103\u021bii, implic\u00e2nd un num\u0103r foarte mare de elevi.<\/li>\n<\/ul>\n<p>Dezavantajele jocului didactic<\/p>\n<ul>\n<li>Au ap\u0103rut mici ne\u00een\u021belegeri legate de ritmul de lucru al unor elevi, care au fost considera\u021bi mai len\u021bi, deci ei au fost \u201evinova\u021bi\u201d c\u0103 misterul a fost dezlegat mai greu.<\/li>\n<\/ul>\n<p><strong>Jocul didactic E\u0219ti&#8230;<\/strong><\/p>\n<p>Pentru a consolida cuno\u0219tin\u021bele, se poate utiliza metoda \u201eE\u0219ti&#8230;\u201d, \u00een care elevul \u00eencearc\u0103 s\u0103 intre \u00een \u201epielea\u201d unei personalit\u0103\u021bi \u0219i s\u0103 empatizeze cu aceasta. Avantajele jocului:<\/p>\n<ul>\n<li>Elevii au manifestat aten\u021bie pe parcursul orei, \u0219i au achizi\u021bionat informa\u021bii<\/li>\n<li>Elevii au fost foarte creativi \u0219i dezinvol\u021bi<\/li>\n<li>Au utilizat \u0219i vehiculat corect informa\u021bia istoric\u0103 corespunz\u0103toare.<\/li>\n<\/ul>\n<p>Dezavantaje ale acestui joc:<\/p>\n<ul>\n<li>Nu au utilizat termeni specifici epocii istorice, utiliz\u00e2nd formule de adresare din zile noastre.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-11390\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_2-1024x362.jpg\" alt=\"\" width=\"584\" height=\"206\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_2-1024x362.jpg 1024w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_2-300x106.jpg 300w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_2-768x272.jpg 768w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_2-500x177.jpg 500w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2022\/04\/iluminism_2.jpg 1523w\" sizes=\"auto, (max-width: 584px) 100vw, 584px\" \/><\/p>\n<p>Prin utilizarea acestor metode, am dezvoltat la elevi imagina\u021bia, rapiditatea \u0219i profunzimea g\u00e2ndirii memoriei, spiritul de observa\u021bie \u0219i mai multe tr\u0103s\u0103turi intelectuale care vor contribui la \u00eensu\u0219irea corect\u0103 a no\u021biunilor de istorie. Modalit\u0103\u021bile active pe care le-am utilizat contribuie la \u00eembog\u0103\u021birea, fixarea, sistematizarea, aprofundarea \u0219i evaluarea cuno\u0219tin\u021belor \u0219i deprinderilor elevilor.<\/p>\n<p>Prin acest tip de demers didactic, e antrenat\u0103 toat\u0103 clasa \u00een asimilarea cuno\u0219tin\u021belor prin for\u021be proprii, elevii particip\u00e2nd activ \u0219i efectiv la procesul de \u00eenv\u0103\u021bare ca protagoni\u0219ti \u0219i nu ca spectatori. Prin aceast\u0103 abordare a istoriei, elevii \u00eenva\u021b\u0103 cu pl\u0103cere, cei timizi devin volubili, activi, mai curajo\u0219i, cap\u0103t\u0103 \u00eencredere \u00een capacit\u0103\u021bile lor, \u00eenva\u021b\u0103 s\u0103-\u0219i subordoneze interesele personale \u00een fa\u021ba intereselor grupului.<\/p>\n<p><em><strong>Bibliografie<\/strong><\/em><br \/>\n\u2022 C\u0103pi\u0163\u0103, Laura, C\u0103pi\u0163\u0103, Carol &#8211; \u201cTendin\u0163e \u00een didactica istoriei\u201d, Bucure\u015fti, 2005, Editura Paralela 45<br \/>\n\u2022 Cerghit, Ioan, &#8211; \u201cMetode de \u00eenv\u0103\u0163\u0103m\u00e2nt\u201d, Editura Poliorom, Ia\u015fi, 2006<br \/>\n\u2022 P\u00e2ni\u015foar\u0103, Ion-Ovidiu &#8211; \u201cComunicarea Eficient\u0103\u201d, Editura Polirom, Ia\u015fi 2006<br \/>\n\u2022 Manea, Mihai, Palade, Eugen, Sasu, Nicoleta \u2013 \u201cPredarea istoriei \u015fieduca\u0163iei pentru cet\u0103\u0163enie democratic\u0103: demersuri didactice inovative\u201d, Editura Educa\u0163ia 2000+, Bucure\u015fti, 2006<br \/>\n\u2022 Stan, Magda &#8211; \u201dManual pentru clasa a VI a\u201d, Editura Didactic\u0103 \u0219i pedagogic\u0103 , Bucure\u0219ti, 2018<br \/>\n\u2022 Programa \u0219colar\u0103 pentru disciplina Istorie, clasele a V-a \u2013 a VIII-a , Bucure\u015fti, 2017<br \/>\n\u2022 Petrovici, Minodora &#8211; \u201cIstoria Universal\u0103 \u00een texte\u201d, Editura Corint, Bucure\u015fti, 2001<br \/>\n\u2022 Petrovici, Minodora \u201cIstoria universal\u0103 \u00een texte\u201d, Editura Corint, Bucure\u015fti, 2003<br \/>\n\u2022 \u021aintea, Aurelia &#8211; \u201dAuxiliar Didactic. Istorie pentru clasa a VI-a . Unitatea I C\u0103l\u0103tori \u0219i C\u0103l\u0103torii Europa \u0219i lumea nou\u0103\u201d. Editura Revers, Craiova, 2021.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Este o certitudine c\u0103 prin latura lor distractiv\u0103, jocurile contribuie la dezvoltarea spiritului inventiv \u0219i creativ, al g\u00e2ndirii \u0219i imagina\u021biei, a interesului pentru l\u0103rgirea culturii istorice, la cercetarea istoric\u0103. \u00cen lucrarea de fa\u021b\u0103, ne propunem s\u0103 prezent\u0103m jocurile didactice pe &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/jocul-didactic-o-modalitate-de-invatare-a-istoriei\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1002,817],"tags":[1196],"class_list":["post-11386","post","type-post","status-publish","format-standard","hentry","category-didactica-istoriei","category-jocul-didactic","tag-aurelia-tintea"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/11386","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=11386"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/11386\/revisions"}],"predecessor-version":[{"id":11392,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/11386\/revisions\/11392"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=11386"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=11386"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=11386"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}